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Evolution ChallengesIntegrating Research and Practice in Teaching and Learning about Evolution$
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Karl S. Rosengren, Sarah K. Brem, E. Margaret Evans, and Gale M. Sinatra

Print publication date: 2012

Print ISBN-13: 9780199730421

Published to Oxford Scholarship Online: September 2012

DOI: 10.1093/acprof:oso/9780199730421.001.0001

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Trees, Fish, and Other Fictions

Trees, Fish, and Other Fictions

Folk Biological Thought and Its Implications for Understanding Evolutionary Biology

Chapter:
(p.22) 2 Trees, Fish, and Other Fictions
Source:
Evolution Challenges
Author(s):

John D. Coley

Tara M. Muratore

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199730421.003.0002

In this chapter it is argued that the difficulty in understanding evolution by natural selection does not stem solely from the complexity of the theory. Rather, the difficulty in teaching, learning, and understanding evolutionary biology can be traced to a clash between the basic tenets of evolutionary theory and the basic architecture of the cognitive systems used to understand the world in general, and the biological world in particular. Evidence from cognitive psychology, developmental psychology, and cognitive anthropology is presented that shows that people naturally develop a sophisticated conceptual system, or folk biology, that allows us to intuitively categorize, reason about, and understand the biological world. These same intuitive ways of understanding the biological world may be largely responsible for the difficulty in teaching, learning and understanding evolution

Keywords:   cognitive architecture, cognitive systems, folk biology, categorization, teaching evolution, understanding evolution

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